UNLOCKING THE SOCIALIZATION STRATEGIES OF ELEMENTARY TEACHERS IN IMPROVING LANGUAGE SKILLS OF LEARNERS: A PHENOMENOLOGY

The purpose of this study is to explore the experiences of elementary teachers including how they cope with the challenges and insights they can share about the use of socialization strategies in improving language skills of learners. This study employed a qualitative research design using phenomenological approach. To verify the validity and reliability of the acquired data, this study featured fourteen (14) participants, seven (7) for the in-depth interview and seven (7) for focus group discussion. The data gathered during the in-depth interviews and focus group discussion was organized, transcribed, translated, and analyzed. Thematic analysis was used to analyze the data. The results revealed elementary teachers’ perspectives on using socialization strategies to enhance learners’ language skills. The following themes emerged in the study on the experiences of elementary teachers: using group-based activities for language development; employing needs- based and differentiated groupings; building confidence and reducing communication barriers; and dealing with introversion and low literacy levels. Moreover, their coping mechanisms include six (6) major themes: encouraging participation and fostering safe learning space; employing differentiated activities and targeted groupings; utilizing technology and peer collaboration; promoting engagement, inclusivity, and interpersonal skills; seeking support from colleagues, parents and stakeholders; and collaborative learning and professional development. Lastly, insights of the participants were: socialization is fundamental to language learning; effective teaching requires understanding of individual background; collaborative support and professional development are key to empower educators; an inclusive and engaging learning fosters language and social skills; nurturing growth through empathy and emotional connections. The findings of the study indicate a need for professional development to better support teachers in using these methods, along with family involvement to reinforce language skills at home. Despite challenges like limited resources, socialization-based language learning proves beneficial, promoting not only linguistic growth but also learners' social and emotional development, building their confidence as communicators. KEYWORDS: Education, Socialization, Language Skills, Elementary Teachers, Davao Del Norte